Thomas Allan Dyer
Gearhart Elementary and Junior High School
Bly, Oregon
89075

UNIT OF REVIEW: This is a one week unit for groups of four. On days one and two, students begin with what they know by drawing and labeling their "rights" as they perceive them. They do this on a map: their rights" at home, at school, and away from adults with a group of peers. Day three they place these "rights" as they fit into an outline using the framework of the first ten amendments to the U.S. Constitution. Day four they are introduced to the notion of Faction through the concept of conflicting rights. Day five they role-play in a situation of conflicting rights. Complete lesson plans, task cards, a simplified version of the Bill of Rights, and evaluation procedures are included.

LESSON ONE

OBJECTIVES: Students will, by participating in groups of four, identify, draw and label on butcher paper their selfperceived "rights in the settings of school, home, and with a group of peers outside of school or home."

TIME: Two periods of fifty minutes each

MATERIALS:

Marking pens (no red ones)
Butcher paper strips in 2-meter lengths, one for each group of four Task cards for groups (provided in this lesson plan)

INSTRUCTIONS:

1. Before class, read the first task card. Make a transparency of the page and refer to an overhead projection of it as general instructions are given to the class.

2. Divide class into groups of four (Example: if you have twentyfour students, sort a deck of cards so that you have remaining the two's, three's, four's, five's, six's, and seven's, 24 cards in all. Let kids draw a card. All the two's are a group, all the three's another group and so on).

3. Distribute materials to groups: pens (except red), butcher paper, and one task card for each group

4. Answer a question only when all members of a group have agreed on the question and all four raise their hands.

5. Stop ten minutes before the end of the period to allow time for processing. Have students respond to the following questions.

PROCESSING:

1. What was the biggest area on your paper? Why? Did any group choose something other than "away from school and home?"

2. Were there some "rights" that you drew in more than one space? What were they? What important "rights" fit in only one area?

3. What was your group's most unusual "right?" What was another one that you know every other group thought of? What was your group's most important "right?" Least important?

4. How did your group divide the work? When you continue this tomorrow, what can you do to make it better and easier?

LESSON TWO

OBJECTIVES: Given a copy of the Bill of Rights rewritten in language they can understand, groups will draft on a piece of notebook paper an outline classifying the "rights" they drew on their butcher-paper murals. Amendment numbers and subheadings make an easy framework for outlining as in this example:

I. First Amendment

TIME: one fifty-minute period

MATERIALS:

One copy per group of the rewritten Bill of Rights in this packet Transparency of task card two
Notebook paper and pencils
Butcher-paper murals from previous lesson and marking pens

INSTRUCTIONS:

1. Photocopy the rewritten Bill of Rights contained in this packet.

2. Make a transparency of the second task card and refer to an overhead projection of it as general instructions are given to the class. Remind students about consensus rule for asking questions.

3. Distribute materials and begin the activity.

4. Allow ten minutes at the end of the period for processing.

PROCESSING:

1. Under which amendment did you list the most from your mural? What were some of the things you listed?

2. Were there amendments where you listed nothing from your mural? Why? Why are these amendments included ln a Bill of Rights?

3. What things worked better about your group today? Did you divide the work differently? How and why?

LESSON THREE

OBJECTIVES: Students in groups of four will indicate the rights which have limits placed on them by adding stop signs in red to their murals. They may continue to work on their outlines if unfinished during the previous day.

TIME: One period of fifty minutes

MATERIALS:

Red marking pens
Murals from previous days
One copy of task card three for each group
Transparency of task card three

INSTRUCTIONS:

1. Introduce the concept of FACTION through a class discussion of the way a person's rights conflict with another person's. Questions to start a discussion might include:

Is there any place on your mural where you can do anything you want?
What can/can't you do? Why or why not?
Do your parents have any rights?
Are they the same as yours?
When do they conflict with your rights?
Do responsibilities ever put limits on rights? Name some examples.

3. Distribute materials and begin the activity.

4. Stop the activity with ten minutes remaining for processing. 5. Display murals (with outlines attached) on walls.

PROCESSING:

1. What rights did your group decide had no limits? Does everyone else agree? Why or why not?

2. How are rights protected? What happens if people decide not to limit their rights on their own? Who limits their rights for them? Is that unfair? Why or why not?

3. Did your group agree on everything you put on your mural? If not, how did you come to a decision? Were any rights involved in the process of coming to a decision? Which ones

LESSON FOUR

OBJECTIVES: Students in groups of four will role play to come to decisions in a situation set up by the teacher. They will write their decisions and the rights involved. Group papers will be read to the class at the end of the activity.

Students will evaluate their performance as a group and individually.

Students will write as a group as many of the rights contained in the first ten amendments of the Constitution as they can recall from the week's activities. Eight rights or Freedoms in their own words will be considered passing, ten or more excellent.

TIME: One period of fifty minutes

MATERIALS:

paper and pencils
copy of task card four for each group
pair of scissors for each group
copy of the evaluation page for each group

INSTRUCTIONS:

1. Before class become familiar with the task described on card four.

2. Tell students they are to read the task card aloud, then cut it apart and give sections to members they have chosen in each role. They are to reach a consensus decision, write it down, and justify it in writing by explaining a) what rights were involved and B) how those rights had to be limited in order to reach a solution to the problem.

3. Allow time for the groups to complete the activity. Then have a member of each group read aloud the group's decisions.

4. Distribute the evaluation page, one copy for each group, and allow time for students to complete it. The evaluation page stands in place of processing in this closing exercise.

TASK CARD ONE:

*RULE: you may ask your teacher a question only when all four persons in your group agree that you understand the question and you all have the same question. Indicate that you have reached a consensus on your question by all four of you raising your hands.

1. Discuss the meaning of "rights" with your group before you begin anything else. On a piece of paper list some "rights."

2. Decide whether you have the largest area of "rights" at home, school, or with a group of friends your own age when you are neither at home nor at school.

3. On your butcher paper, using BLACK marker, draw three areas. The biggest area should be for the place you feel you have the most "rights" and the second largest should be where you feel you have the second most "rights." The smallest area on your paper is reserved for the place you feel you have the fewest "rights." Label each area, e.g., "home" or "school" or "away from home and school."

4. As a group, draw illustrations of yourselves exercising your rights in each place: home, school, and someplace neither home nor school.

5. Using a GREEN marker label the rights you have illustrated. For example, listening to music as loud as you want might be a right at home and away from home and school, but not in the school area of your paper. Label the picture of yourself "Listening to music as loud as I want to."

6. When your teacher Says STOP, roll up your paper, put your markers away, and return to your seat. It's okay if you didn't finish. You'll have more time to work on your pictures tomorrow.

7. Participate in the processing discussion by responding to the questions your teacher asks you.

8. Ask questions of your own during processing.

TASK CARD TWO:

1. As a group read the easy version of the Bill of Rights your teacher gave to you.

2. On a piece of notebook paper make an outline. Use the first ten amendments as a framework and fill in rights from your mural to add details to your outline. To get you started, here is how to begin your outline:

I. First Amendment

4. While outlining, add pictures and labels to your mural if you remember some you forgot earlier.

5. When your teacher says STOP, roll up your mural, return the marking pens, and turn in your outline and the copy of the easy Bill of Rights.

6. Be ready for processing by being in your seat and quiet. Respond to the questions your teacher asks your group.

TASK CARD THREE:

1. In your group, discuss each of the rights you have illustrated to decide if it has limits on it.

2. If you all agree that a certain right has a limit to lt, show that by coloring a stop sign near it with a red marking pen.

3. This is your last day to work on your mural. Make any changes or additions to it during this period.

4. When your teacher says STOP, turn in your mural and your marking pens. Be ready for processing by sitting and listening.

TASK CARD FOUR:

1. As a group read the roles described below for a STUDENT, PARENT, TEACHER, and POLICEMAN.

2. Reach a decision about what is to be done to solve the problem.

3. Write down your decision. Also write down what rights are involved in this decision, and describe how they have to be limited in order to reach a solution to the problem.

4. When your teacher says STOP be prepared to read aloud to the class from your paper.

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STUDENT

You have been caught writing insults about a teacher, using bad language, in one of your books. The teacher wants you to pay $25 to replace the book, although you have been encouraged by this teacher to underline and take notes in the margins of the text. The teacher also wants you to be suspended from school for a week, and wants an apology. What are your rights?

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PARENT

You feel that the teacher wants too much. Since the teacher has previously encouraged students to write in the text, you don't feel you should have to pay for it now. Also you feel that a suspension limits your child's right to an education. An apology should be sufficient.

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TEACHER

You feel that the student over-reached the right to free speech insulting you. Punishment is in order. Since the book containing insult would be used again by students for the next several years, you feel the student should replace It.

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POLICEMAN

Your responsibility is to see that everyone's rights are protected no matter what your personal thoughts may be. Make sure everyone has a chance to present arguments. Get them to reach a decision. The best decision would be one where everyone can agree to it.

EASY VERSION OF THE BILL OF RIGHTS

FIRST AMENDMENT: Congress cannot pass laws that take away Freedom of Religion (you can believe and worship as you wish) Freedom of Speech

Freedom of the Press (you can write what you want)

Freedom to Assemble (get together with people peacefully)

Freedom to Petition (to ask the government to correct wrongs)

SECOND AMENDMENT: Because a fighting force of citizens might be needed in an emergency, states have a right to allow people to keep weapons in their homes.

THIRD AMENDMENT: People don't have to let soldiers stay in their homes during peacetime.

FOURTH AMENDMENT: Unless the government (policemen or others) has good reason, people, their homes or their things cannot be searched or taken away from them. Police usually have to get permission from a judge to arrest someone or to make a search.

FIFTH AMENDMENT: People don't have to give evidence against themselves in court. If they have been found innocent of a crime, they can't be tried again for the same crime. People have to be treated fairly by the law, and cannot have their lives, liberty or property taken from them unless it is fair.

SIXTH AMENDMENT: People accused of a crime can have a lawyer and a trial by jury. They have to be told what they are accused of, and they can ask questions about it.

SEVENTH AMENDMENT: If a disagreement between people is about something more than $20, they can have a jury trial.

EIGHTH AMENDMENT: People arrested can be free while they wait for their trial if they pay money in the court as a way of promising they will return to the court for their trial. If they show up, they get this money, called "bail," back. Fines have to be fair. And people found guilty cannot be punished in a cruel or unusual way.

NINTH AMENDMENT: The rights listed above aren't the only ones people have. Any not mentioned in the Bill of Rights belong automatically to people.

TENTH AMENDMENT: Any powers that do not belong to the national government belong to the states. The U.S. government has only those powers listed in the Constitution.

EVALUATION PAGE

This person in our group took the assigned role seriously:

Name ___________________

This member kept the others on task:

Name ___________________

This member made the best explanations:

Name ___________________

This member made the others explain their ideas:

Name ___________________

This member was the best listener in our group:

Name ___________________

This member learned the most about the Bill of Rights:

Name ___________________

Below, list as a group as many as you can remember of the rights protected in the first ten amendments to the Constitution.